English 1101 Fall 2014Dr. Margaret Fletcher

MWF 8AM-8:50 CRN 80137 Room G114 (Arts & Sciences Bldg)MWF 9AM-9:50 CRN 80138 Room G114 (Arts & Sciences Bldg)MWF 10AM-10:50 CRN 80140 Room G114 (Arts & Sciences Bldg)MWF 11AM-11:50 CRN 80143 Room G114 (Arts & Sciences Bldg)MW 12:45PM-2:00 CRN80144 and CRN81496 Room G114 (Arts & Sciences Bldg)

Contact InformationOffice: Arts and Sciences 210 RPhone: 678 466-4547Office Hours: 7:30-8:00 MWF (in room G114); 2:00-3:00 MW(in

G210R);12 Noon-12:30MWF (in G210R)I will also be available by appointment.

Email: MargaretFletcher@clayton.edu

Course Description (1101):ENGL 1101 English Composition I (3-0-3) 3 semester credit hours. A composition course focusing on skills required for effective writing in a variety of contexts, with emphasis on exploration, analysis, and argumentation, and also including introductory use of a variety of research skills. Prerequisites: Learning Support students who are required to take ENGL 0099 and/or READ 0099 must exit the requirement(s) before they can enroll in this course. For all students, a grade of C or better (or K) is required in ENGL 1101 prior to enrollment in ENGL1102. Grades of D in ENGL 1101 will not count toward graduation in any degree program.

Clayton State’s Emphasis:At Clayton State, English 1101 is designed to increase students’ ability to construct academic written essays. The course offers instruction in writing processes, collaborative writing strategies, methods of organization, research skills, discourse conventions of Standard Written English, rhetorical strategies, computer-based writing, and the production of expository academic essays. Readings consider issues of contemporary and cultural concern. In addition, some sections are part of the freshman experience.

My Emphasis:In my sections of English 1101, we will focus on issues stemming from the book The Immortal Life of Henrietta Lacks. We will explore how this book relates to our own lives, and we will develop ideas for innovative projects that will present our ideas to a larger audience. In addition

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we will participate in a review of grammar and writing skills. Students will be expected to learn to use MLA guidelines effectively. Students will participate in developing ideas for class and individual projects. Students are encouraged to develop essays to submit to NPR’s This I Believe project, the textbook Connections, and other publications. Our theme for the Henrietta Lacks book and most writing is “Research: The Good, the Bad, and the Ugly.”

Program OutcomesGeneral Education Outcome:Students will write effective expository and argumentative essays that consider purpose and audience.

Course OutcomesOutcome 1: Writing ProcessStudents will understand and engage in writing as a process.

Related Objectives consider audience and conduct audience analysis use effective annotation of essays and note-taking strategies engage in brainstorming, outlining, and drafting strategies write multiple drafts revise, edit, and proofread drafts evaluate their writing processes

Outcome 2: CollaborationStudents will engage in the collaborative, social aspects of writing.

Related Objectives effectively engage in group writing and projects respond constructively to peers’ papers critique their own and others’ work in written and oral formats seek and use feedback from instructors and writing tutors engage in writing-to-learn activities

Outcome 3: Purpose/Audience AwarenessStudents will write clearly for a specified audience and purpose.

Related Objectives read a variety of texts and analyze their rhetorical situations (i.e. context, audience, and

aims) write papers with a clearly developed thesis and support designed to appeal to various

audiences and contexts read for various purposes

Outcome 4: Rhetorical StrategiesStudents will read and write a variety of nonfiction expository and argumentative genres.

Related Objectives summarize, analyze, respond to, and evaluate print and digital texts compare and contrast various genres, including essays (academic and popular), literature

reviews, annotated bibliographies, proposals, blogs, websites, and reports

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identify and use various methods of developing paragraphs identify and use various organizational strategies distinguish types of evidence used in essays (i.e. anecdotes, logical reasoning, studies,

reports, statistics, interviews, academic or popular essays, etc.) recognize fact, opinion, inference, and bias in texts

Outcome 5: Discourse Conventions and Effective StyleStudents will produce coherent, organized, effective, readable academic writing for a variety of rhetorical situations, both print and digital.

Related Objectives understand the conventions of common academic writing (such as reading responses,

blogs, listservs, message boards, academic arguments, rhetorical analyses, synthesis essays, and reviews)

analyze discourse conventions in professional and civic contexts select evidence appropriate to the context to develop a claim and support organize papers effectively practice grammatical revision to produce readable, effective Standard Written English

(SWE)

Outcome 6: Citation FormatsStudents will learn basic citation formatting in academic writing.

Related Objectives understand that different disciplines use different style manuals understand the difference between in-text quotations, block quotations, and proper

formatting for each use MLA to format papers and cite information summarize, paraphrase, and quote sources accurately to support claims

Outcome 7: Writing Aids and TechnologiesStudents will effectively use writing aids, such as handbooks, dictionaries, online aids and resources, and tutors to research ideas and improve their writing.

Related Objectives provide constructive feedback on others’ writing name and use one writing handbook and OWL name and use an authoritative online or print dictionary solicit constructive feedback from tutors in the Writers’ Studio use word processing software to effectively draft, revise, and edit papers use online databases to search for scholarly and popular articles use the Clayton State library resources to locate sources for papers

For Both 1101 and 1102:Required TextsLamb, Mary R., ed. Connections: Guide to First-Year Writing @ Clayton State University. 4th

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ed.Southlake, TX: Fountainhead Press, 2014. ISBN 978-1-59871-684-9. Approx. $52.00. Available only through CSU University Bookstore.

Raimes, Ann. Pocket Keys for Writers. Cengage, 2013. ISBN 978-1-30541-4785. Approx. $51.00 in The Loch Shop. See also cengagebrain.com for buying and rental options starting at $12.99 per year.

These books are used for BOTH English 1101 and 1102, so please do not sell back your book at the end of English 1101. Your total cost for textbooks for both semesters is approximately $100, or $50.00 per semester. Please note that Dr. Lamb receives no royalties on these books; any royalties go to the first-year writing program and its students to enhance instruction.

Other Required Materials Costs for printing and photocopying multiple copies of drafts of papers A CSU student email account that you check daily for changes, handouts, and

announcements; a laptop computer (with the CSU standard software package installed). For further information on CSU’s Official Notebook Computer Policy, please go to http://itpchoice.clayton.edu/policy.htm.

Daily, reliable Internet access for GAView A stapler; all essays must be stapled in the upper left hand corner

Computer Skills Prerequisites Ability to use the Windows operating system Ability to use Microsoft Word word processing Ability to send and receive email using Outlook or Outlook Express Ability to attach and retrieve attached files via email Ability to use a web browser Ability to use a Blog in a socially appropriate manner

GeorgiaVIEW Desire2Learn (Online Classroom):

On-line activity will take place in Desire2Learn, the virtual classroom for the course.You can gain access to Desire2Learn by signing on to the SWAN portal and selecting “GaVIEW” on the top right side. If you experience any difficulties in Desire2Learn, please email or call The HUB at TheHub@mail.clayton.edu or (678) 466-HELP. You will need to provide the date and time of the problem, your SWAN username, the name of the course that you are attempting to access, and your instructor’s name.

Class BlogClasses will participate in a Class Blog. This is required for all students; however, students who do not wish their work to be in a forum which could become public may see the instructor for an alternate assignment. Students who participate in this blog will receive grades and some comments privately. Students will receive a list of Netiquette Rules for professional use of social media. Those who do not follow these guidelines will be removed from the blog and given an alternate assignment.

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Online Etiquette (Netiquette) Discussion, chat, blog, and e-mail spaces within this course are for class purposes only. Please remember to conduct yourself collegially and professionally. Unlike in the classroom setting, what you say/write in the online environment is documented and not easily erased or forgotten. Anyone who acts, writes, and/or posts in an unprofessional manner will face consequences which may include withdrawal from the course. It is also important to remember that this is a composition class. We will use Standard Written English. Use of “texting” style characters will result in a significantly lower grade on assignments. You should follow these guidelines: 1. Avoid using ALL CAPS, sarcasm, and language that could come across as strong or offensive. 2. Use proper punctuation, grammar, and be sure to edit your contribution before posting. 3. Read all postings before posting your responses to discussion topics so as to not unnecessarily repeat information. 4. Keep all comments (in discussions and in peer review) positive and to the point. By positive, I mean that we will not embarrass, defame, or negatively criticize others. I will explain what I mean by positive and negative criticism when we do our first peer review. 5. Focus on one topic at a time when posting to discussions. 6. Do not forward “jokes” or other off-topic information. 7. Remember that unlike in face-to-face learning environments what you say in discussions is documented and available to be revisited. Choose your words and discussion topics carefully.8. Do not post inappropriate photos or graphics. A guideline to use is to post only items which you would want a college interviewer or a job interviewer to see. For example, no bikini or tattoo shots, which are not considered professional and should be private (unless you are a tattoo artist or a bikini model.) Assume that your audience expects professional dress and language.

These are guidelines that should apply to all professional communications done electronically. You have undoubtedly heard horror stories of people getting into all sorts of trouble over things sent over the internet. Consider this course practice for the proper way to communicate professionally on social media.

Portfolio RequirementStudents are also required to create and post a FYW webpage in English 1101 and to submit an electronic portfolio on this website in order to pass English 1102. Students must pass the portfolio with an average of 70 to pass 1102; the portfolio grade counts 20% of the course average in 1102. See the First-Year Writing website (clayton.edu/firstyearwriting) and your instructor for further information. Webpages due: end of week 6 in 1101 and 1102; Portfolios due: end of week 15 in 1102.

Course Work1. Reading Responses and In-Class Writing Assignments 15%

These include in-class and out-of-class writing assignments that practice skills we discuss in class, respond to assigned readings, and serve as invention strategies for papers.

2. Classwork, Quizzes, and Peer Review 15%

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These include exercises (Aplia or in-class), oral presentations, group collaboration, drafts of papers, and your written and oral feedback of others’ papers.

3. Papers 60%These academic essays include rhetorical analysis and interpretation of existing arguments as well as an argument of your own. There will be three required essays and a project which will include development of an argumentative or explanatory thesis.

4. Final Exam (for 1101) 10%

I use a 10-point grading scale: 90-100=A; 80-89=B; 70-79=C; 60-69=D; below 60=F.

Course PoliciesStudents must abide by policies in the Clayton State University Student Handbook, and the Basic Undergraduate Student Responsibilities.

1. Late work: Late work is bad for both of us; it reinforces poor time management strategies and makes it impossible for me to give sustained, careful feedback of your work. Furthermore, if you turn in work late, I may not be able to return it in time for my feedback to help you on the next assignment. In addition, much of the classwork and many of the daily activities we do simply cannot be “made up” since they focus on your active engagement with others’ ideas. If you miss these, and they are graded, you may earn a 0 that cannot be made-up. Bearing this in mind, I do accept other late work within one week of its being due with a letter-grade-a-class penalty. When you’re out, contact a classmate and come to the next class prepared to submit the work that is due that day. All late work must be submitted by the end of week 15.

2. Submitting papers: This course emphasizes the development of your ideas in various stages of the writing process. We will have peer review for each of the major writing assignments; paperclip a copy of these rough drafts to your final papers when you submit them for a grade. The final draft of your paper must be stapled. Final papers, drafts for peer review, and all out-of-class writing should be typed on a word processor, double-spaced with 1-inch margins and font, and follow MLA guidelines. I do not accept emailed or faxed papers for final submission. Always keep a copy of any paper you submit so you can re-submit if a paper is lost All essays, including the portfolio, must be completed to pass the course. Late papers will receive a letter grade deduction for each class late. The final paper of the semester must be submitted on time. No papers will be accepted after the final day of class.

3. Academic Misconduct: All students will follow the “Academic Conduct Regulations” section of the online Student Handbook (http://www.clayton.edu/Portals/46/docs/student-handbook.pdf). Plagiarism is a form of academic dishonesty in which you present another’s ideas as your own. Plagiarizing means you thwart your own education and forego your responsibilities as a writer. Furthermore, you violate the ethical, academic standards of the academic community. These standards include the value of research and informed argument, open and honest debate and sharing of ideas, critical thinking about evidence, the careful presentation of research, and acknowledgment of the sources of ideas. We will devote class time

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to learning how to incorporate others’ ideas honestly and effectively. In addition, your papers will be submitted to Turnitin.com, an online plagiarism detection site and in D2L. Students who violate these policies in this course will receive a range of academic and disciplinary penalties; see the last page of this syllabus for definitions and consequences. Plagiarism may result in a grade of F on the essay and/or failure in the course.

4. Essay Grading: Grades reflect my best and fairest judgment of the overall quality of your paper, taking into account how well it fulfills the assignment and its purpose; how focused and organized it is; how effectively it uses evidence; how effectively it communicates with its audience; to what extent it engages its reader’s imagination and understanding; and how easily it can be read and comprehended (reading ease is affected by factors such as unity and coherence, grammatical correctness, and the physical appearance of the manuscript). For further information, see the First-Year Writing rubric included in this syllabus. In addition, I provide separate rubrics for the goals of each paper.

•Essay Revision: Revision is an integral part of the writing process and an essential part of improving one’s writing. To that end, multiple drafts of papers that show substantial revision are required. Papers that receive a grade of D or F may be revised for a grade no higher than a C. Students may be required or strongly encouraged to visit the Writer’s Studio for individual assistance. Although class participation and collaboration improve your writing and are habits I hope you will develop, they are graded as classwork and not part of your final paper grade. As such, your paper grade reflects your final written product rather than your effort.

•Midterm Grades: Please keep up with your progress in class by recording grades you receive (I’m happy to discuss these during office hours). I will provide you a midterm average based on your graded work to date the week of the midpoint (the deadline for withdrawal without academic penalty.)

5. In-Class Use of Notebook Computers and Electronic Devices: Student notebook computers will be used regularly in this course, but I will announce when they’re required in class. They will also be used to access course materials and communicate with your instructor. Unless otherwise announced, laptop computers will not be used in class; thus, laptops must be closed. All other electronic devices must be off.

6. Office Hours/Contact Information: One of the most valuable ways to improve your writing is through sustained, personal attention to your work. I offer this attention during office hours or by appointment. In addition, you may email me to discuss specific questions you have about your writing. You should check your CSU student email account and GAView D2l daily for handouts, updates, and announcements; I’ll email your CSU email address if I must cancel class unexpectedly.

7. Attendance and Classwork: Writing is a skill that requires practice through revisions, tutoring, and collaboration. Talking about ideas with others—including class discussions—improves your writing as it helps hone, clarify, and create knowledge. Since we are working together to improve our own and others’ writing, you should expect to participate; this is not a lecture class. For these reasons, your attendance and thoughtful participation are crucial for your success. Thus, students who miss 20% of classes will probably fail the course (9 classes for MWF; 7 for TR or MW). Because of the cumulative nature of the course material, if you miss

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5 classes before the midpoint, you should consider withdrawing. You should be present and thoughtfully participating most of the class to receive credit for the class day. Note: I follow the University Attendance Policy, including: “Students are expected to attend and participate in every class meeting. . . . The university reserves the right to determine that excessive absences, whether justified or not, are sufficient cause for institutional withdrawals or failing grades.”

Present or not, students are responsible for everything that goes on in class. Call a classmate to find out what you missed and come prepared; classmate’s name and email: _______________________ or add to your contacts in your phone.

Please discuss your options with me if you have extenuating circumstances, a severe illness, etc., that may prevent you from successfully completing the course.

The university’s weather-closing policy is available at <http://about.clayton.edu/weather.htm>. Closings are posted on the website and most major media.

8. Disruption of the Learning Environment: Behavior that disrupts the teaching and learning processes during class activities will not be tolerated, and a disruptive student may be dismissed from the course and may receive a grade of WF. Please see the Student Handbook (http://www.clayton.edu/Portals/46/docs/student-handbook.pdf) for a full explanation. According to the Student Code of Conduct, behavior which disrupts the teaching–learning process during class activities will not tolerated.

• While a variety of behaviors can be disruptive in a classroom setting, some include arriving late or leaving early, interrupting others, playing music or using electronic devices, texting, and doing homework for another class.

• More serious examples include belligerent, abusive, profane, and/or threatening language and/or behavior.

• A student who fails to respond to reasonable faculty direction regarding classroom behavior and/or behavior while participating in classroom activities may be dismissed from class.

• A student who is dismissed is entitled to due process and will be afforded such rights as soon as possible following dismissal.

If found in violation, a student may be administratively withdrawn and may receive a grade of WF.

Writers’ Studio 224 (Arts and Sciences Bldg. 224, Web: http://www.clayton.edu/writersstudio/home; Email: ws224@clayton.edu; 678-466-4728)I encourage students to seek additional personal instruction and tutoring at the Writers’ Studio, located in Room 224 Arts and Sciences Bldg. They offer face-to-face and online tutoring as well as workshops. The staff can assist you with all stages of the writing process, from invention to organization to revising. They will not, however, edit your papers or correct all your grammatical mistakes. If you seek help with a specific grammatical quandary or troublesome stylistic tendency, they can show you strategies for overcoming these problems. The service is free; you may drop-in and wait for a tutor or sign up for a regular appointment. Note.: You, not your tutor, are ultimately responsible for the quality and content of the papers you submit.

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Operation StudyAt Clayton State University, we expect and support high motivation and academic achievement. Look for Operation Study activities and programs this semester that are designed to enhance your academic success such as study sessions, study breaks, workshops, and opportunities to earn Study Bucks (for use in the University Bookstore) and other items.

Accommodations for Students with Special NeedsIndividuals with disabilities who need to request accommodations should contact the Disability Services Coordinator, Student Center Room 255, phone 678-466-5445, or email: disabilityservices@mail.clayton.edu.

Schedule of Readings and AssignmentsPlease Note: Reading and writing assignments are due at the beginning of class on the day for which they are listed. I will make changes to the syllabus to meet the class’s educational goals more effectively. Please keep abreast of these changes by recording them below. If you miss class, you are still responsible for any changes I announce in class, so consult a peer for what you missed.

Important DatesAugust 18 – First day of classAugust 28 – No Show DeadlineSept.1-5 – Labor Day HolidaySept. 8 – First formal essay due this weekSept. 15 – Second formal essay due this weekSept. 19 – Eportfolio website dueOct. 14-15 – Fall BreakNov. 3 – Explanatory Essay due this weekNov. 17 – Project presentations beginNov. 26-28 – Thanksgiving HolidayLast Day TR Classes: Dec. 4Last Day MW and MWF Classes: Dec. 8Final Exams Dec. 9-15

Due Date for Personal Narrative To Be Announced

Important: Due dates as well as assignments below may change depending upon the needs of our class. You may use this as a guide, but attend class to get necessary information. You may also check D2L for weekly reminders of assignments as well as handouts. You will also need to look at our class blog on Henrietta Lacks for assignments and posting dates. 1101 Fall 2014Connecting to Your ExperienceWeek 1 Aug. 18-22

Introductions and Syllabus

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Connections Chapters 1-5; Pocket Keys Part 1 Ch. 1 Aplia: Introduction to Working on Aplia Assignments; Strategies for Reading; The Writing ProcessFormatting essays in MLA Essay on The Immortal Life of Henrietta Lacks (TILHL) is

due by end of week. Pocket Keys 4a and 10: Formatting a Paper in MLA style

Week 2 Aug. 25-29

Connections Chapters 6; 10, and 11 Introd. and read Allison, Wright, and Greene/Lawson; Discuss Paper 1; Discuss Rhetorical Reading Responses; Practice on Allison RR Draft due.

Aplia: Description; From Paragraph to Essay—The Beginning of an Essay No Show Deadline Aug. 28

Week 3 Sept. 1-Sept. 5Sept. 1: Labor Day Holiday Pocket Keys Chapter 2: What do Readers Expect in Your Writing?; Connections Ch. 11 Allison RR practice due; discuss Carter, Ferrell, Kalantari; Discuss Hendrickson;Aplia: Writing the Paragraph; From Paragraph to Essay—The Body of the Essay; Reading-Based Writing Forms

Week 4 Sept. 8-12Connections Ch. 11 Hill and Hendrickson (RR Due) Tiffany Hendrickson’s “Storming

the Gate: Talking in Color” (DRAFT DUE) REQUIRED ESSAY 1.Connections Ch. 3 Peer Review and Ch. 7: Formatting PapersPeer Review Paper 1Pocket Keys 4a and 10: Formatting a Paper in MLA StyleAplia: From Paragraph to Essay—The End of the Essay; Narration

Week 5 Sept. 15-19Connections Ch. 3 Peer Review and Ch. 7: Formatting PapersPeer Review Paper on Allison “Context” REQUIRED ESSAY 2.Aplia: Proofreading for Errors in Grammar and PunctuationPaper 1 Due

Connecting to Others’ Experience: Writing to Explain and InformWeek 6 Sept. 22-26

Connections Ch. 5: ePortfolios; Ch. 6: Using Technology; and Ch. 12 Introduction: Explaining Information; Discuss Paper 2 assignment; Discuss ePortfolios and website set-upAplia: Achieving Coherence; Comparison and Contrast; Past Tense Verbs; PronounsOral Reports on TILHL.Sept. 19: FYW ePortfolio Website Due

Week 7 Sept. 29-Oct. 3

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Connections Ch. 12: Taube Writing the Explanatory Essay (Select topics from TILHL) Brainstorm list of topics in class. Draft of Explanatory Essay Due. Peer Review ; Oral Reports, TILHL.Aplia: Avoiding Sentence Errors; Process

Week 8 Oct. 6-Oct. 10 Connections Ch. 15 Baldwin; Hinman TILHL: Select project topics and media. Oral Reports due. Pocket Keys Chapter 5: How to Search for Information; Ch. 6: Scholarly ArticlesAplia: Adjectives and Adverbs; Joining Ideas—Coordination and Subordination; NounsFriday, Oct. 10 Midpoint

Week 9 Oct. 13-17Pocket Keys Chapter 7: Evaluating Sources; Ch. 9: Integrating SourcesPocket Keys Chapter 26 and 29 Oral Reports: TILHLAplia: Revising for Sentence Variety; Strengthening Paragraphs with Research; The Past Participle

Week 10 Oct. 20-24Oct. 14-15: Fall BreakPocket Keys Chapter 8 and 10: MLA FormatAplia: Mechanics; Revising Paragraphs Oral Reports: TILHL

Week 11 Oct. 27-31 Mar. 30-April 3Pocket Keys Selections from Part 5: Five C’s for Clear StyleAplia: A Review of the Simple Sentence Oral Reports: TILHL

Week 12 Nov. 3-Nov. 7 April 6-10Pocket Keys selections from Part 5: Five C’s for Clear Style Peer Review Paper 2Aplia: Review of Revising for Consistency, Parallelism, Sentence Variety, Language Awareness, and Audience AwarenessPaper 3 Due (The Explanatory Essay with sources)

Connecting to Your Community: Writing to Raise Awareness of an IssueWeek 13 Nov. 10-14

Connections Ch. 13 Intro., Green; Discuss Project assignmentPocket Keys selections from Part 6: Common Sentence ProblemsAplia: Revising for Consistency

Week 14 Nov. 17-21Connections Ch. 13: Eitel and Facebook page Discuss Project; Present ProjectPocket Keys selections from Part 6: Common Sentence Problems and Ch. 4: Presentation Matters

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Aplia: Revising for Language Awareness; Spelling

Week 15 Nov. 24 and 25 Peer Review Paper/text for Project; Present ProjectAplia: Revising for Audience AwarenessNov. 26-28 Thanksgiving Holiday

Week 16 Dec. 1-5, 8Peer Review Paper/Project Present ProjectAplia (Review for Exam) The Writing ProcessLast Day TR Classes: Dec. 4Last Day MW and MWF Classes: Dec. 8

Final Exams Dec. 9-15Grades Due Dec. 18

Guidelines for Writing From Sources and Consequences of Plagiarism

In my classroom all students must use Turnitin for essays. I will provide specific guidelines for its use. Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. You should submit your papers in such a way that no identifying information about you is included.

First-Year Writing @ Clayton State UniversityPlagiarism Policy

Academic Misconduct: All students will follow the Student Code of Conduct. Plagiarism is a form of academic dishonesty in which you present another’s ideas as your own. Plagiarizing means you thwart your own education and forego your responsibilities as a writer. Furthermore, you violate the ethical, academic standards of the academic community. These standards include the value of research and informed argument, open and honest debate and sharing of ideas, critical thinking about evidence, the careful presentation of research, and acknowledgment of the sources of ideas. We will devote class time to learning how to incorporate others’ ideas honestly and effectively. In addition, your papers will be submitted to Turnitin.com, an online plagiarism detection site. Students who violate these policies in this course will receive a range of academic and disciplinary penalties; see below for definitions and consequences.

Guidelines for Writing from Sources and Consequences of Plagiarism

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The following descriptions are designed to help explain plagiarism and its consequences to help you avoid it in your writing for this course. We will devote class time to learning and understanding how to use sources in your writing, how to research and take notes effectively, how to use and cite electronic resources, and how to get help from various writing aids and resources.

Problems in Writing-from-Sources:Inaccurate Citation: Mechanics and Format: Students are expected to cite both written (print and electronic), oral, and visual sources consulted in papers and presentations. All borrowed ideas—both direct quotations and paraphrasing from another’s work—require accurate citation, and direct quotations require quotation marks. Students should learn and use correct format for block quotes, quotations, and in-text parenthetical documentation. Source material should be introduced fully, and all borrowed ideas should be cited; Works Cited pages should be formatted correctly. Drafts of papers with inaccurate citation, mechanical citation problems, and/or minor Works Cited inaccuracies will require mandatory revisions; final papers with these problems will receive a letter grade deduction.

Plagiarism:Insufficient Citation: Patchwriting and Derivative Papers: Students should fully introduce and cite borrowed material. Cutting and pasting passages from your source into your own paper without citation and turning in the paper as your own is plagiarism, as is directly quoting without using quotation marks. Undocumented paraphrasing is plagiarism: fully cite the source of your ideas. In addition, students are expected to paraphrase and summarize using their own stylistic features, not the source’s, to avoid patchwriting (also called stylistic plagiarism). If your summary is too close to the original in a draft, keep working to synthesize it fully. In addition, students are expected to develop their own framework for their papers rather than borrowing their source’s argument wholesale (even if acknowledged). Drafts with several examples of insufficient citation, papers that fail to develop original arguments, papers lacking a Works Cited page, or papers that exhibit patchwriting will earn a lowered grade and will require mandatory revision; final papers will receive a 0 for the assignment for failure to meet the minimum requirements of papers in 1101/1102, and students will face disciplinary action as per the CSU Office of Student Affairs and Community Standards.

False Submissions, Ghostwriting, or Fraud: Students are expected to write their own original papers for each assignment, from development of ideas and research to revision. Plagiarized papers include papers written by someone else (i.e. acquired or bought through the Internet, an organization, friends, family members, or another student); papers in which much of the material is cut-and-pasted from sources without correct documentation; and papers submitted by the student for another course/assignment. If such a paper is submitted for a rough draft, the student will receive a 0 for the draft and be required to do a mandatory revision and/or new rough draft before submitting a final paper. If students turn in such papers as final papers, the student will receive an F for the course and face disciplinary action as per the CSU Office of Student Affairs and Community Standards.

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Please note: Your paper submission, either face-to-face or online, is the version that counts, and you are responsible for making sure this is the correct version. Review your electronic and hard copies carefully.

If you have any doubt about whether or not you’re plagiarizing, talk with your professor before submitting your paper.

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E-Portfolio RequirementsStudents are expected to complete a writing portfolio and submit it in lieu of a final exam in English 1102. The writing portfolio should demonstrate the students’ best work, and all the papers should be revised, polished, and edited and saved in ONE FILE that is uploaded to the FYW site. The portfolio counts 20% of the final course average for 1102.

Include:1. Writer’s Biography in the “About” section of website

Include a professional introduction of yourself as a writer, your goals for your education, and your major.

2. Reflective Essay as Introduction to Portfolio An essay (1-2 pp.) that explains what you learned about writing in English1101 and 1102 and guides readers to the portfolio, its organization, why you chose the pieces, etc.

3. Rhetorical Reading Response from one of the Common Essays*Follows the required format and demonstrates rhetorical reading skills.

4. 1 Artifact that demonstrates your writing process and revisionInclude a 200-word explanation of your materials. This can be a brainstorming activity and resulting draft, thesis development and versions, a few revised paragraphs from early to later drafts, etc.

5. 1 Example of Peer Revision Include a copy of a paper you peer reviewed, with the writer’s name marked out. This can be handwritten comments scanned as a PDF or using MS Word Review.

6. 1 Revised Paper from 1101** and7. 1 Revised Paper from 1102that demonstrate all of the following learning objectives:

write papers with a clearly developed thesis and support (1101) create an arguable thesis statement and support it with appropriate evidence (1102) summarize, paraphrase, and quote sources effectively and appropriately to support claims (1102) write effective, organized, readable essays drawing on multiple sources, both print and digital (1102) use source material ethically and effectively in papers, including accurate paraphrase, summary, and direct quotations (1102) introduce borrowed material into papers using rhetorically effective verbs and signal phrases (1102) use the correct format for both short, in-text quotations and longer block quotations (1102) revise to produce readable, effective Standard Written English (SWE) (1101 and 1102)

*Common Essays are available at www.clayton.edu/firstyearwriting. **Transfer students who didn’t take 1101 at CSU may revise and submit a paper from the equivalent course or include 2 papers from 1102.

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Submitting Portfolios

English 1101 Students will create their FYW pages at https://apps.clayton.edu/eportfolio/login and

draft of portfolios before Friday 11:59pm of Week 6 each semester, which is:

Fall 2014: Sept. 19, 2014Spring 2015: Feb. 20, 2015Summer 2015: June 19, 2015

Instructors determine: If web page is created and uploaded correctly If student needs workshops and tutoring to enhance writing skills

Web page set-up counts as class work/daily grade and factors into mid-term grade

English 1102 Portfolio Due Friday 11:59pm before the last week of classes each semester, which is:

Fall 2014: Nov. 21, 2014Spring 2015: April 24, 2015Summer 2015: July 17, 2015

Counts as 20% of Final Grade in English 1102. Students must pass the portfolio to pass English 1102.

Evaluation of Portfolios

Portfolios will be read and scored by two first-year writing faculty during the last weeks of the semester. One will be the student’s 1102 professor and the other will be randomly assigned. Students must earn an average of 70 to pass 1102. If the grades vary substantially, a third rater will evaluate the portfolio.

Students should consult the Rubric for Papers in FYW and the Critical Reading Rubric for revising papers to include (below).

The e-portfolio will be scored holistically using the First-Year Writing E-Portfolio Rubric.

Evaluation data will be collected and saved in the Department of English for programmatic assessment and pedagogical improvement.

If you have questions, contact Dr. Mary R. Lamb, Department of English, 678-466-4706 or marylamb@clayton.edu. Technical questions should be directed to the HUB.

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Rubric for First-Year WritingHigh Proficiency Good Proficiency Minimal Proficiency Non-proficiency (20-18 points) (17-16) (15-14) (13-0)

Content and Purposetopicthesis (stated or implied)focuspurposeaudienceOther:

Ideas are clear, insightful, thought-provoking, and focused; consistently support the topic, thesis, and audience for the paper.

Ideas are clear and focused to support the topic and a clearly-developed central idea, but are not consistently insightful or thought-provoking.

Ideas are clear butconventional or general and support the topic, thesis, and audience for the paper.

Ideas are unclear or clichéd and demonstrate a lack of focus in support of the topic or a central idea, which may be vague or missing.

Score:

Developmentevidencedetails and examplesproof or rhetorical appeals (ethos, logos, pathos)sources and proof

Other:

Development is illustrative, with abundant details and examples that arouse audience interest and provide relevant, concrete, specific, and insightful evidence with effective appeals.

Development is adequate, but may lack depth, with details and examples that arouse audience interest and provide relevant, concrete, specific evidence with effective appeals.

Development is sufficient but general, providing adequate but perhaps not interesting details, examples, and evidence; few, ineffective, or fallacious logical, ethical, or emotional appeals.

Development is insufficient, providing scarce or inappropriate details, evidence, and examples that may include logical, ethical, or emotional fallacies or unsupported claims.

Score:

Organizationstructurecoherenceunitytopic sentencestransitions

Other:

Organization is coherent, unified, and effective in support of the paper’s purpose and consistently demonstrates effective and appropriate rhetorical transitions between ideas and paragraphs.

Organization is coherent, unified, and effective in support of the paper’s purpose and usually demonstrates effective and appropriate rhetorical transitions between ideas and paragraphs.

Organization is coherent and unified overall in support of the essay’s purpose, but is ineffective at times and may demonstrate abrupt or weak transitions between ideas or paragraphs.

Organization is confused and fragmented in support of the essay’s purpose and demonstrates a lack of structure or coherence that negatively affects readability.

Score:

Style and Formatsentence structureword choicetonesource integrationverb tensepurposeful punctuationMLA format and documentation styleOther:

Style is confident, readable, and rhetorically effective in tone, incorporating varied sentence structure and precise word choice. Sources integrated effectively. Follows MLA format and conventions of

Style is readable and rhetorically effective in tone, incorporating varied sentence structure and effective word choice. Some sources lack effective integration. Some minor mistakes in MLA format and

Style is readable, but unremarkable in tone, sometimes including a lack of sentence variety and ineffective word choice. Many sources lack effective integration. Major mistakes in MLA format and

Style is incoherent or inappropriate in tone, including a lack of sentence variety and ineffective or inappropriate word choice. Ineffective source integration; does not follow MLA format.

Score:

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academic discourse.

conventions of academic discourse.

conventions of academic discourse.

Grammar and Mechanicspaper formatStandard Written English (commas, s-v agr., sentence boundaries, etc.)spellingOther:

Grammar, spelling, and punctuation are correct; meet all assignment directions; SWE works expertly to support the essay’s purpose.

Grammar, spelling, and punctuation are correct and meet all assignment directions; SWE works generally to support the essay’s purpose.

Mostly SWE and meets critical aspects of assignment directions. Some distracting errors in grammar, spelling,and punctuation.

Paper does not meet sufficient aspects of the assignment direction and does not support the essay’s purpose. Numerous distracting errors in grammar, spelling, and punctuation.

Score:

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